The 2007 Annual Conference of the Association for Medical Education in Europe (AMEE), Trondheim, Norway, 25-29 August 2007. How to Cite?

Abstract

Background: Faculty of Medicine, The University of Hong Kong - (renamed HKU Li Ka Shing Faculty of Medicine in 2006)
introduced curriculum reforms in 1997 with a special emphasis on PBL, early clinical exposure, integrated system blocks,
special study modules and reduction in didactic lectures. There was considerable anxiety and scepticism in relation to
outcomes and quality of graduates who would undergo these reforms. An opinion was expressed that new graduates
will have inadequate basic sciences foundation and will be unable to cope with demands related to PBL.
Work done: A written test consisting of multiple choice questions ( MCQs) and short answer questions (SAQs) was
given to two cohorts of old (June 2000-2001) and two cohorts of new (June 2002-2003) graduates during their preinternship
block. Evaluation of interns’ performance documented every three months by supervisors was reviewed
in eleven domains related to interns’ on-the-job activities.
Results: There was no statistical diff erence in knowledge base of both curriculum graduates in basic and clinical
sciences. New curriculum graduates did much better in areas of clinical judgment, communication, attendance at
educational activities and professional knowledge. A further evaluation of new curriculum graduates’ performance
during their residency continues.

The 2007 Annual Conference of the Association for Medical Education in Europe (AMEE), Trondheim, Norway, 25-29 August 2007.

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dc.identifier.uri

http://hdl.handle.net/10722/107824

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dc.description.abstract

Background: Faculty of Medicine, The University of Hong Kong - (renamed HKU Li Ka Shing Faculty of Medicine in 2006)
introduced curriculum reforms in 1997 with a special emphasis on PBL, early clinical exposure, integrated system blocks,
special study modules and reduction in didactic lectures. There was considerable anxiety and scepticism in relation to
outcomes and quality of graduates who would undergo these reforms. An opinion was expressed that new graduates
will have inadequate basic sciences foundation and will be unable to cope with demands related to PBL.
Work done: A written test consisting of multiple choice questions ( MCQs) and short answer questions (SAQs) was
given to two cohorts of old (June 2000-2001) and two cohorts of new (June 2002-2003) graduates during their preinternship
block. Evaluation of interns’ performance documented every three months by supervisors was reviewed
in eleven domains related to interns’ on-the-job activities.
Results: There was no statistical diff erence in knowledge base of both curriculum graduates in basic and clinical
sciences. New curriculum graduates did much better in areas of clinical judgment, communication, attendance at
educational activities and professional knowledge. A further evaluation of new curriculum graduates’ performance
during their residency continues.

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dc.language

eng

en_HK

dc.publisher

Association for Medical Education in Europe.

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dc.relation.ispartof

Annual Conference of the Association for Medical Education in Europe, AMEE 2007